1. Mapping
2. Dena Boyd
3. Broadening the Lens of Literacy Chapter 4 Part 17
4. http://www.readingquest.org/images/wordmap.gif (This is a picture of a word mapping)
5. Use this strategy when students are learning the properties of their vocab words. Use it to help students understand not only the definition but the synonyms and sentence examples of the words.
6. For LA can use to help find the meaning of a word or when writing help find the content, climax, etc. For science can use mapping to help identify certain species. For P.E. use mapping to organize what equipment and technique goes to what game.
5. I would use this strategy in the 3rd quarter of the school year. I chose the 3rd quarter because it will be enough into the semester that they students will know my requirements and way of grading yet also early enough that the students can have time to actually create the videos. I picked this one because by having to come up with their own scripts, ideas and videos, the students will be able to remember the information better. Creating their own video will incorporate audio, visual and textile ways of learning all in one. As teacher, a media production is a nice chance of pace from the typically assignments, such as papers or worksheets. It does the same thing for the student. It gives them something fun and creative that they can do. It also incorporates the theory that students need to be physically moving. A media production gives them chance to step away from books and their computers and get active. 6. This would be good for history and reading. In history the student could reenact events that took place or create their own events if something in history happened differently. For reading, students could reenact things that happened in a book they read.
1. Morphemic Analysis 2. Sheree Brouillette 3. http://www.litandlearn.lpb.org/strategies/strat_4morph.pdf 4. http://www.cs.bham.ac.uk/~pjh/sem1a5/pt2/pt2_intro_morph_1.gif 5. This is a strategy than can be explored directly teaching students how to decode unfamiliar words by the parts that are familiar, or indirectly when teachers briefly explain the root meanings and history of words. This is helpful in many ways. It can help students make educated guesses in reading when they come across new and difficult words (deepening comprehension) or making seance of words in other languages especially when studying ancient texts that may have been translated. Results can improve students vocabulary, spelling, and reading comprehension. It can be used at any point in a lesson, unit, or school year and is flexible in practice.
6. This can be used for all classes and should be used in all classes because every subject is explored through language that use words.
1. Magic Squares
2. Rachael Loth
3.Wedwick, L., Seglem, R., & Meyer, B. (2012). Broadening the lens of literacy. Kendall Hunt Chapter 6 Part 4 4.
Directions: Match the term in the left column to its definition in the right column. Record the number of the definition in the corresponding square. If you are correct, you will get the same magic number when you add each row and each column.
A. Cynical
1. Lack of interest or concern for others.
B. Tyranny
2. A state of final spiritual ruin.
C. Falter
3. Present everywhere at the same time.
D. Apathy
4. To surrender unconditionally.
E. Obstinate
5. To speak hesitatingly.
F. Indefatigable
6. After death.
G. Ignominious
7. A government ruled by one who has unrestrained or absolute power over others.
H. Posthumously
8. Stubborn or firm in one’s opinion.
I. Capitulated
9. A characteristic that suggests one distrusts the words or motivation of another.
10. Sharp or harsh.
A
B
C
D
E
F
G
H
I
MAGIC NUMBER:
5. When would you use this strategy? This strategy should be used to integrate math skills with literacy skills such as vocabulary, concepts, or even characters. This should be used to test the understanding of these skills. Why use this strategy? This is a good strategy to be used to incorporate knowledge from across all contents. It is also a good strategy to help students study and understand concepts more intensely. This strategy gives the students the opportunity to check if their answers are correct. It can even be used in Math to teach math terminology. How do you this strategy? This strategy should be introduced by the teacher modeling an example for the class. The teacher should then give the students a list of current topics, vocabulary or even characters to match the term to its definition. Once the students complete this matching list, they need to record their findings in the provided box with the correct answers. The students should add up the boxes to find their "magic number". 6. Universal.
1. Strategy: Newspaper Tree 2. Submitted by: Ema Chorney 3.Resource: http://www.lessonplans.com/newspaper-tree/ 4. Example:
Video: http://www.lessonplans.com/extresource.php?l=http://www.teachbymagic.com/Player/?viid=481&r=Lessonp 5. When to use this strategy: You would use this strategy during Science when talking about recycling. This strategy is best used in classroom for grades 1-12. Why to use this strategy: Everyone is talking about “going green”. This strategy is a perfect way to go green in the classroom. You would use this strategy because it is a creative way for the students to learn about recycling and they could each make their own tree. How to use this strategy: Talk to the students about recycling and why we should recycle. You could have them research, depending on the grade, what can and cannot be recycled. Have them each bring in an old newspaper and allow them to make a newspaper tree. 6. Content area(s): This strategy is useful to use in Science.
5. When to use this strategy: This strategy is best used in kindergarten through second grade. You would use this strategy when talking about the story lines of books.
Why to use this strategy: You would use this strategy to help students to use pictures as clues to comprehend what the story means and the sequence of books; beginning, middle, and end.
How to use this strategy: You could use as an entire class or small groups. You could have the students use the picture clues to find out what the beginning, middle, and end of the book is telling us.
6. Content area(s): This strategy is beneficial to use in Language Arts.
1. Strategy: Open-Mind Portraits 2. Submitted By: Tristan Woods 3. Resource: Johns, J. L., & Lenski, S. D. (2010). Improving Reading. Dubuque: Kendall Hunt. 4. Example: jmsavage.weebly.com/differentiation---open-minded-portraits---language-arts.html 5. When to use this strategy: I would use this strategy during a language arts unit that involved a novel or longer chapter book. I would use this strategy because it can really develop how a student thinks about a character of a book. It creates the need to read into a book and find out the very smallest details of a charcter. I would first introduce the activity by stating that we will be drawing big heads. Haha. Then I will discuss how as we will be reading a book and throughout the book the students will be collecting information about a character, probably the main. As they collect the information they will not only create a representation of what the character might look like, but also fill the second head they draw with words, and smaller illustrations that represent what the character is like as a person. 6. Content area: Language Arts/ Reading class. It would not be easily adaptable to other areas because it involves a novel or chapter book.
Implications: Students will learn how to find main characteristics of a character that are important to the development of that character, and can continue to use this strategy throughout their schooling and beyond. Students should respond to this activity well. It is a fun and entertaining task that promotes the development of a child’s comprehension of a character’s traits.
2. Dena Boyd
3. Broadening the Lens of Literacy Chapter 4 Part 17
4. http://www.readingquest.org/images/wordmap.gif (This is a picture of a word mapping)
5. Use this strategy when students are learning the properties of their vocab words. Use it to help students understand not only the definition but the synonyms and sentence examples of the words.
6. For LA can use to help find the meaning of a word or when writing help find the content, climax, etc. For science can use mapping to help identify certain species. For P.E. use mapping to organize what equipment and technique goes to what game.
1. Media Production
2. Kate Metzler
3. National Council for the Social Studies. (1991). Social studies in the middle school. Retrieved from http://www.socialstudies.org/positions/middleschool
4. http://www.youtube.com/watch?v=5kFQ7zKY1f4
5. I would use this strategy in the 3rd quarter of the school year. I chose the 3rd quarter because it will be enough into the semester that they students will know my requirements and way of grading yet also early enough that the students can have time to actually create the videos. I picked this one because by having to come up with their own scripts, ideas and videos, the students will be able to remember the information better. Creating their own video will incorporate audio, visual and textile ways of learning all in one. As teacher, a media production is a nice chance of pace from the typically assignments, such as papers or worksheets. It does the same thing for the student. It gives them something fun and creative that they can do. It also incorporates the theory that students need to be physically moving. A media production gives them chance to step away from books and their computers and get active.
6. This would be good for history and reading. In history the student could reenact events that took place or create their own events if something in history happened differently. For reading, students could reenact things that happened in a book they read.
1. Morphemic Analysis
2. Sheree Brouillette
3. http://www.litandlearn.lpb.org/strategies/strat_4morph.pdf
4. http://www.cs.bham.ac.uk/~pjh/sem1a5/pt2/pt2_intro_morph_1.gif
5. This is a strategy than can be explored directly teaching students how to decode unfamiliar words by the parts that are familiar, or indirectly when teachers briefly explain the root meanings and history of words. This is helpful in many ways. It can help students make educated guesses in reading when they come across new and difficult words (deepening comprehension) or making seance of words in other languages especially when studying ancient texts that may have been translated. Results can improve students vocabulary, spelling, and reading comprehension. It can be used at any point in a lesson, unit, or school year and is flexible in practice.
6. This can be used for all classes and should be used in all classes because every subject is explored through language that use words.
1. Magic Squares
2. Rachael Loth
3.Wedwick, L., Seglem, R., & Meyer, B. (2012). Broadening the lens of literacy. Kendall Hunt
Chapter 6 Part 4
4.
Directions: Match the term in the left column to its definition in the right column. Record the number of the definition in the corresponding square. If you are correct, you will get the same magic number when you add each row and each column.
MAGIC NUMBER:
5. When would you use this strategy? This strategy should be used to integrate math skills with literacy skills such as vocabulary, concepts, or even characters. This should be used to test the understanding of these skills.
Why use this strategy? This is a good strategy to be used to incorporate knowledge from across all contents. It is also a good strategy to help students study and understand concepts more intensely. This strategy gives the students the opportunity to check if their answers are correct. It can even be used in Math to teach math terminology.
How do you this strategy? This strategy should be introduced by the teacher modeling an example for the class. The teacher should then give the students a list of current topics, vocabulary or even characters to match the term to its definition. Once the students complete this matching list, they need to record their findings in the provided box with the correct answers. The students should add up the boxes to find their "magic number".
6. Universal.
1. Strategy: Newspaper Tree
2. Submitted by: Ema Chorney
3.Resource: http://www.lessonplans.com/newspaper-tree/
4. Example:
Video: http://www.lessonplans.com/extresource.php?l=http://www.teachbymagic.com/Player/?viid=481&r=Lessonp
5. When to use this strategy: You would use this strategy during Science when talking about recycling. This strategy is best used in classroom for grades 1-12.
Why to use this strategy: Everyone is talking about “going green”. This strategy is a perfect way to go green in the classroom. You would use this strategy because it is a creative way for the students to learn about recycling and they could each make their own tree.
How to use this strategy: Talk to the students about recycling and why we should recycle. You could have them research, depending on the grade, what can and cannot be recycled. Have them each bring in an old newspaper and allow them to make a newspaper tree.
6. Content area(s): This strategy is useful to use in Science.
1. Strategy: Once Upon a Time
2. Submitted by: Ema Chorney
3.Resource: http://www2.mcrel.org/compendium/activityDetail.asp?activityID=35
4. Example: http://www.youtube.com/watch?v=5qrXHjhz5os start at :34 end at 1:09
5. When to use this strategy: This strategy is best used in kindergarten through second grade. You would use this strategy when talking about the story lines of books.
Why to use this strategy: You would use this strategy to help students to use pictures as clues to comprehend what the story means and the sequence of books; beginning, middle, and end.
How to use this strategy: You could use as an entire class or small groups. You could have the students use the picture clues to find out what the beginning, middle, and end of the book is telling us.
6. Content area(s): This strategy is beneficial to use in Language Arts.
1. Strategy: Open-Mind Portraits
2. Submitted By: Tristan Woods
3. Resource: Johns, J. L., & Lenski, S. D. (2010). Improving Reading. Dubuque: Kendall Hunt.
4. Example: jmsavage.weebly.com/differentiation---open-minded-portraits---language-arts.html
5. When to use this strategy: I would use this strategy during a language arts unit that involved a novel or longer chapter book. I would use this strategy because it can really develop how a student thinks about a character of a book. It creates the need to read into a book and find out the very smallest details of a charcter. I would first introduce the activity by stating that we will be drawing big heads. Haha. Then I will discuss how as we will be reading a book and throughout the book the students will be collecting information about a character, probably the main. As they collect the information they will not only create a representation of what the character might look like, but also fill the second head they draw with words, and smaller illustrations that represent what the character is like as a person.
6. Content area: Language Arts/ Reading class. It would not be easily adaptable to other areas because it involves a novel or chapter book.
Implications: Students will learn how to find main characteristics of a character that are important to the development of that character, and can continue to use this strategy throughout their schooling and beyond. Students should respond to this activity well. It is a fun and entertaining task that promotes the development of a child’s comprehension of a character’s traits.